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Natasha Pyne :: Blog ::

February 06, 2009

When I was first told to create a blog for the JISC website I had very little to say about what was going on in the Project and was reassured that this was usual when you embark on a small project.  Now that the project is drawing to a close I have so much to say that I don’t know where to begin! So, heeding the advice from the King in Lewis Carroll’s Alice in Wonderland I will                       “Begin at the beginning and go on till you come to the end: then stop.”   Reflect2.0: Using Digital Storytelling to Develop Reflective Learning by the Use of Next Generation Technologies and Practices The project involves post and undergraduate students from four academic disciplines to create either a digital storytelling or a digital artefact in order to enhance their professional and academic reflection.  The four disciplines on board are Performing Arts, Education and ICT, Dietetics and Medicine.  Two universities are involved, University of Leeds (Performing Arts, Education and ICT and Medicine) and Leeds Metropolitan University (Dietetics) and as this is my blog rather than the  final report if you want any more information on the project outputs and objectives then have a peek athttp://www.reflect.org andhttp://www.jisc.ac.uk/whatwedo/programmes/usersandinnovation/reflect.aspx As I have mentioned this is a small project but nevertheless a project with big ideas and as such there have been many issues, not all of them resolved even at this late stage.  The first one I personally encountered was this well-worn phrase ‘next generation technology’ (NGT).  There seemed to be as many definitions of what NTG was as there were perceptions of who uses it, when they use it and how they use it.   One of the other issues was creating and re-creating the questionnaires for four different disciplines and for two sets of students - undergraduates and postgraduates.  As each questionnaire was created and the data assessed then would follow the revisions.  So whereas the first questionnaire sought to find out issues surrounding the way students used NGT to create reflective accounts of their work the last questionnaire that went out also incorporated student emotional responses, IT levels, and more opportunity to write freely about their experiences.  This was also reflected in the focus group questions.  Speaking of focus grouping, I enjoyed giving students the opportunity to express in their own words how they found creating digital stories using PDA’s, Pebble Pad, iMovie or Photo Story 3 and often these opportunities brought up issues or problems not discussed in the questionnaire.  It was also an opportunity to question some of the perceptions that were banded about which in turn led to new ways of looking at both the function and the creative value of using NGT in an assessed piece of work.  This may not sound like much but watching student’s faces as they have a moment of realization was great! As well as questionnaires and focus groups I also took part in asynchronous chat sessions.  My first problem was the in-house language that was used.  I simply didn’t understand it!  What was f2f?  What did LDL really mean?  Why is it so important to say hello to everybody who enters the chat room?  What was going on?  That is enough for now as I have work to do but I shall return with more blogging.  Peace.  Natasha Pyne Project Officer for Digital Storytelling LIME (formally Medical Education Unit),Level 7 Worsley Building, Clarendon Way LeedsLS2 9NL  Direct Line: 0113 343 3921   

Overview for Keywords: digital storytelling, next generation technology, reflection, students, using questionnaires

Blogs with Keywords: digital storytelling, next generation technology, reflection, students, using questionnaires

Posted by Natasha Pyne


  1. Wow Natasha. What a lot has gone on. Thanks for this message and thanks for the links.


    George RobertsGeorge Roberts on Friday, 06 February 2009, 14:56 GMT # |

  2. Your project sounds fascinating. It is always a relief to hear that I am not the only one left baffled by the plethora of technology-related acronyms we hear in academia.

    I am particularly interested in what you say about assessment, since I am looking into creative assessment methods in Theology. How did the students in your focus groups react to being assessed in these non-traditional ways?


    Rebecca O'LoughlinRebecca O'Loughlin on Monday, 09 February 2009, 08:51 GMT # |

  3. This all sounds great - I'm especially interested in the focus groups you ran, as I think it's really important to work with real live students in projects like this, and not just talk to other academics/technical/staff developers.  Did you get any formal feedback from them about whether they found the sessions useful?  It certainly sounds like they did.

    Danielle LambDanielle Lamb on Tuesday, 10 February 2009, 09:23 GMT # |

  4. I'd quite like to know where the ideas around NGT fit in with questions about 'digitial natives'? - Or probably more accurately, how 'native' are our assumed generation of digital natives?  It sounds like you experienced some of this yourself with the language - and I personally think we make a assumptions at our own peril that everyone starts at the same level with these technologies...!

    Viktoria JoynesViktoria Joynes on Tuesday, 10 February 2009, 14:33 GMT # |

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